Philosophers are privileged. Perhaps in no other discipline is there such a close connection between teaching and research. Every course I have taught, even the most introductory ones, resulted in me having a new understanding or appreciation of the material. Bringing students to engage with the material in class in this same way is an ongoing learning process. Since the start of my PhD research, I have taught for a variety of students and on a variety of subjects, including philosophy of language, epistemology, philosophy of science, philosophical anthropology, and argument mapping. The full list of the classes I have taught can be found in my CV.

In the academic year 2017-2018, I taught three courses. The first course was an advanced course in philosophy of language for philosophical master students. The first half of the course covered the debate about the semantics of generic statements. In the second half of the course, we applied this debate to several other topics.  The syllabus of this course can be downloaded here.

The second course was an introduction to philosophy of science for biomedical students. It covered topics like functions in biology, definitions of ‘illness’, medicalization, the scientific method, demarcation criteria, and so on.

Lastly, I also taught argument mapping to all the first year philosophy students of our Institute of Philosophy. Over the course of the past couple of years, I have developed this course to help students reason about arguments. During several sessions, students learn how to analyze and visually represent the structure of an argument. An introductory class can be found here.